Our group’s position is against connectivism. We do not support the idea of connectivism and do not feel it is a learning theory.
First, let’s define connectivism:
Connectivism, as defined by George Siemens, is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under control of the individual. Learning can reside outside of ourselves (within and organization or database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. (Siemens, 2004)
Next, let’s define learning theory:
A learning theory is set of ideas trying to explain how the process of learning happens. Most critics of Siemen’s connectivism see it more as a pedagogical approach instead of a learning theory. The student, for the most part, is self guided in the process of learning because they are the ones interacting and connecting to others through technology to gain or share information. Students are taught how to access the information but it does not show how students learn. What is the process in which they gain knowledge? How do you assess learning or plan instruction? (Learning Theories)
Relevance to Teaching Practice:
Part of the learning process in connectivism is out of the formal classroom. The only way this is relevant to teaching practice is if students have access to technology in the classroom. To fully implement the idea of connectivisim in the 21st century, social networking sites and email should be incorporated in the learning process.This makes it difficult for teachers to formally assess learning if it isn't being done in the classroom. The idea that students create their own learning experience also makes it difficult for teachers to gauge learning. The mere idea of "connecting" does not facilitate learning for an individual.
Support for Students:
Connectivism supports students if they have access to technology and use the technology for learning and connecting. Students need to maintain their networks in order for learning to take place. Technology should not be the instructor. Technology should support instruction and enhance learning for the students.
Compelling/Relevant Parts:
Connectivism lacks evidence of transferring knowledge, making knowledge, and building knowledge,
Connectivism is difficult to assess.
Connectivism ignores past successes in education.
Connectivism applies more to the online learning than the traditional classroom setting
Home > Group B Workspace > Learning Activity 6-A-1
An Argument Against Connectivism
Is Connectivism a learning theory?
Our group’s position is against connectivism. We do not support the idea of connectivism and do not feel it is a learning theory.First, let’s define connectivism:
Connectivism, as defined by George Siemens, is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under control of the individual. Learning can reside outside of ourselves (within and organization or database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. (Siemens, 2004)
Next, let’s define learning theory:
A learning theory is set of ideas trying to explain how the process of learning happens.Most critics of Siemen’s connectivism see it more as a pedagogical approach instead of a learning theory. The student, for the most part, is self guided in the process of learning because they are the ones interacting and connecting to others through technology to gain or share information. Students are taught how to access the information but it does not show how students learn. What is the process in which they gain knowledge? How do you assess learning or plan instruction? (Learning Theories)
Relevance to Teaching Practice:
Part of the learning process in connectivism is out of the formal classroom. The only way this is relevant to teaching practice is if students have access to technology in the classroom. To fully implement the idea of connectivisim in the 21st century, social networking sites and email should be incorporated in the learning process.This makes it difficult for teachers to formally assess learning if it isn't being done in the classroom. The idea that students create their own learning experience also makes it difficult for teachers to gauge learning. The mere idea of "connecting" does not facilitate learning for an individual.Support for Students:
Connectivism supports students if they have access to technology and use the technology for learning and connecting. Students need to maintain their networks in order for learning to take place. Technology should not be the instructor. Technology should support instruction and enhance learning for the students.Compelling/Relevant Parts:
Resources:
Carla, L. (n.d.). Gardner's Multiple Intelligences. Retrieved February 15, 2017, from http://www.tecweb.org/styles/gardner.htmlHuman, P. (2011, October 30). For or against Connectivism as a learning theory? Retrieved February 15, 2017, from http://vygotskysneglectedlegacy.blogspot.com/2011/10/for-or-against-connectivism-as-learning.html
Learning Theories. (n.d.). Retrieved February 14, 2017, from http://activelearningtheories.weebly.com/
Mackness, J. (2011, February 25). Attacks on connectivism. Retrieved February 15, 2017, from https://jennymackness.wordpress.com/2011/02/25/attacks-on-connectivism/
Odell, G. (2011, December 13). Connectivism with Some Restraint. Retrieved February 15, 2017, from https://www.coetail.com/geoffodell/2011/12/13/connectivism-with-some-restraint/
Siemens, G. Connectivism: A Learning Theory for the Digital Age. (n.d.). Retrieved February 14, 2017, from http://elearnspace.org/Articles/connectivism.htm